This study aims to determine the positive and/or negative situations and the reactions of the students and teachers to these situations emerged during the education process carried out in a multicultural class with Syrian and Iraqi refugee students. This study is a case study in which the data were collected from classroom observations and teacher interviews. The findings of the study show that the integration of Syrian and Iraqi refugees into Turkish education system is affected both positively and negatively by teachers' multicultural classroom experiences, students' being in the first grade, learning Turkish as a second language, and the socio-cultural environment.